Hey friends 1 teachers book

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CONTENTS 2

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SB WB

UNIT 1 | CELEBRATING

Topic areas: Months Seasons Food

Providing personal information, expressing preferences:

I’m (eight) My birthday is in … I like / don’t like …

(Metalinguistic refl ection).

CLIL: Numbers and counting (Maths).

Project Work COOL KIDS: Favourite festivities (Intercultural

awareness).

WELCOME UNIT | SPOOKY’S FRIENDS

Revision: Characters Greetings Days of the week Colours School

objects

Introducing oneself and others, expressing possession, describing

objects: I’m (Wendy) My name is … This is (Fred) I’ve got /

haven’t got … It’s / isn’t … (Metalinguistic refl ection).

Contents

UNIT 2 | HAPPY DAYS!

Topic areas: Feelings Family members

Expressing feelings, introducing the family: I’m / He’s / She’s /

It’s (happy) He’s / She’s (my cousin) (Metalinguistic refl ection).

CLIL: 100 days of school (Maths)

Project Work COOL KIDS: Everyone has feelings (Citizenship)

UNIT 3 | SHOPPING

Topic area: Clothes

Describing someone’s clothes: I’m / I’m not wearing …

He / She is / isn’t wearing … (Metalinguistic refl ection).

CLIL: Clothes and materials (Social Studies).

Project Work COOL KIDS: Traditional clothes (Intercultural

awareness)

4

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44

UNIT 4 | COOL FRIENDS!

Topic areas: Parts of the body Descriptive adjectives

Describing physical appearance: I’ve got / haven’t got (long hair)

He / She / It has got / hasn’t got … (Metalinguistic refl ection).

CLIL: Monsters or amazing animals? (Science).

Project Work COOL KIDS: Healthy kids (Taking care of the body).

ROUND-UP

72 80 92 94 97

UNIT 5 | HOME SWEET HOME

Topic areas: Parts of the house Objects in the house

Describing places: There is / isn’t … (Metalinguistic refl ection).

CLIL: Houses around the world (Social Studies)

Project Work COOL KIDS: Kids on the move (Intercultural awareness)

ROUND-UP

LET’S READ AND WRITE

WORD BANK

CHOOSE AN ENDING

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In the HEY FRIENDS!

Teacher’s Book, you will find …

Hey Friends! is a five-level series for primary school kids

between the ages of 6 and 10 The primary objective of the series is to include the learning of English as a Foreign Language as part of the global education of the child

This means that the series focuses not only on developing

an additional language as a social practice, but also on constructing world citizenship

LEARNING

VAK

• The series caters to different types of learners,

since it offers visual, auditory and kinesthetic

activities to explore and use language The books invite children to search through the stories and sections looking for hidden objects, to sing along catchy songs and to engage creatively in cross-curricular projects

Reflection

• In keeping with the NAP, Hey Friends! provides

instances of metalinguistic and metacognitive reflection, which follow the children’s cognitive development

In levels 1, 2 and 3 the metalinguistic reflection

is included in the Pupil’s Book to support the children’s awareness of how language works

Suggestions to carry out metacognitive and intercultural reflection are included in the Teacher’s Book to support teachers’ decisions on how and when to carry out these reflections according to the needs or contexts of their students

Spiral learning

• The series encourages progressive autonomy

in the social use of language following a spiral learning model that continuously interweaves new contents with previous knowledge The contents are integrated through each unit taking into account comprehension and productive skills

Integration is extended into sections such as Let’s

Read and Write, CLIL, Cool Kids and Round-up

RATIONALE

Our world of experience is immersed in language

Under this perspective, language is a social practice

rooted in culture This series shares this belief and

adheres to the plurilingual and intercultural perspective

underlying the NAP LE (Núcleos de Aprendizajes

Prioritarios - Lenguas Extranjeras, CFE, 2012)

According to this approach, the main aim in the FL

class is to reveal the intrinsic complexity and diversity

of the languages and cultures present in the classroom

and the curriculum This perspective promotes

multidisciplinary approaches and interweaves language

learning with reflection and critical thinking, which are

necessary to participate actively as citizens of the 21st

century world

CONTEXTS

Language is a resource to create meaning and it

is always embedded in a social context Thus, the

social practices of speaking, listening, reading and

writing should be the organising axis of the learning

experience

In Hey Friends!, children are exposed to language

through meaningful contexts they can relate to because

it is only by constructing those meaningful connections

with the language around them that they can actually

learn the target language

The contexts chosen for Hey Friends! 1, 2 and 3

are related to children’s culture and everyday life

experience: friends, celebrations, shopping, the house,

healthy food, school life, technology, hobbies, jobs

and holidays Thus, the children will be able to use

the language meaningfully to talk about themselves

and their lives as well as to learn about the world that

surrounds them

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CULTURE

Language embodies culture, values, beliefs, attitudes and different views of the world

Culture can be expressed in the contexts

in which communication takes place, in its participants, in the different genres and modes used The series provides plenty of opportunities to discover aspects of everyday life in various cultures Children will read about school life, celebrations, festivities, clothes, food, animal life, etc in other parts

of the world and will also be invited to share their own culture and customs

This work fosters intercultural refl ection, which aims at understanding, appreciating and respecting cultural differences Refl ection upon the aspects that make us similar and different helps to deconstruct stereotypes and to value diversity as a source of mutual enrichment

The characters in the series are the

protagonists of magical stories which

provide meaningful contexts in which

the target language is used Children’s

imagination is awakened in funny situations

Among the reading competences and

practices developed, the inclusion of stories

to be read and listened to for pleasure is

a key feature of this course Stories also

promote the development of literacy, since

children are expected to read images as

well as text to follow the narration

CULTURE

imagination is awakened in funny situations

practices developed, the inclusion of stories

promote the development of literacy, since

in which communication takes place, in its participants, in the different genres and modes used The series provides plenty of opportunities to discover aspects of everyday life in various cultures Children will read about school life, celebrations, festivities, clothes, food, animal life, etc in other parts

of the world and will also be invited to share their own culture and customs

This work fosters intercultural refl ection, which aims at understanding, appreciating and respecting cultural differences Refl ection upon the aspects that make us similar and different helps to deconstruct stereotypes

CROSS-CURRICULAR PROJECTS

Hey Friends! fosters integration

with other areas of learning

included in the primary school

curriculum (NAPs) The CLIL

section tackles Maths, Science,

Social Studies and Technology

contents, whereas Cool Kids

provides instances of project

work on values, citizenship and

intercultural awareness The variety

of topics and tasks offers plenty of

learning opportunities for students

of different types of intelligences

and learning styles

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COMMUNICATIVE CONTENTS

Listening recognise basic t

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7LINGUISTIC CONTENTS

Characters Colours Numbers School objects Food CLIL

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In each of the units, the topics are introduced by the characters in a contextualised situation followed

by recognition activities The following pages offer activities in which new contents are introduced and integrated with the previous ones, following a spiral model These activities include listening to different texts, singing, matching, colouring, choosing, labelling, counting, ordering, reading and writing Every unit includes at least two instances of written production with support, one of which can be included in the

Portfolio at the end of the Pupil’s Book

In Hey Friends! 1 there is a Welcome Unit and fi ve

main units

UNIT COMPONENTS

INTRODUCTION

Presentation of the

context (new items)

WENDY AND FRIENDS

A story featuring the characters

Activities and project work on values, citizenship

and intercultural awareness

CLIL

Content and Language Integrated Learning

activities

ROUND-UP

WORKBOOK AND PROGRESS CHECK

LET´S READ AND WRITE

MY HEY FRIENDS! 1 PORTFOLIO

WORD BANK

INTERACTIVE DIGITAL BOOK:

Pupil’s Book with audios

included plus interactive

Workbook activities

PORTFOLIO WORKBOOK AND PROGRESS CHECK

the characters in a contextualised situation followed

by recognition activities The following pages offer activities in which new contents are introduced and integrated with the previous ones, following a spiral model These activities include listening to different texts, singing, matching, colouring, choosing, labelling, counting, ordering, reading and writing Every unit context (new items)

THE Hey Friends! 1 PUPIL’S BOOK

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There are two Round-up sections, one after Unit 3

and the other after Unit 5, which aim at providing

a further instance of integration of contents

(skills and linguistic items) And last but not least,

there is a Word Bank which works as a reference

section for the lexical contents of each unit

pairs that engage them in the active use

of the new language This is followed by

Wendy and Friends, a story that integrates

the contents of the unit in a meaningful

context Additionally, there is a Let’s Read

and Write section for each unit aimed at

developing literacy skills and increasing learner’s autonomy in reading and writing

A very important section in Hey Friends! 1

is Content and Language Integrated

Learning (CLIL), which offers contents and

activities aligned with the primary school

curriculum in areas such as Maths, Science

and Social Studies CLIL is followed by Cool

Kids, a section which fosters citizenship and

intercultural awareness while providing a plus

in the linguistic development of the children

This section includes Project Work, an

instance of personalisation in which children

show and talk about themselves and the

world that surrounds them All these sections

reveal the importance Hey Friends! places on

productive skills The series includes a

built-in Workbook with three

full pages with plenty of recognition and guided practice activities for each unit in the Pupil’s Book When the unit fi nishes, children are invited to evaluate and refl ect upon their learning through the

My Progress Check section

Here, children become aware

of what they have learnt and what they can do

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TEACHING WITH Hey Friends! 1CREATING AN ENGLISH-LEARNING ENVIRONMENT

Whether the school has a special classroom for the English class, or if the English teacher shares the classroom with the form teacher, it is important to have an area devoted to English or an English corner

to create a literacy-rich environment This space could include:

• classroom language posters, such as speech

bubbles saying Please, Thank you, Can I go to the

toilet?, How do you spell …?, What’s the English for …?, etc It is important to build up the corner as

the children begin to need the phrases This corner could also include a section with “Words difficult

to spell” or “Words difficult to say”, “Word of the week”, etc

• material for the routine: calendar, flashcards, posters, etc (see below)

• the Classroom Word Bank, where you keep record

of the new words learnt by the children This will

be built up progressively and should be used as a reference for both the teacher and the children

• an area to publish students’ productions

• classroom rules for the English class

• a list of stories that have been read and a flip-chart with songs that have been learnt …

THE Hey Friends! 1

TEACHER’S BOOK

The Teacher’s Book is designed to guide teachers in

the use of the course It provides suggestions to tackle

different teaching situations and offers tips to guide the

students’ learning process

It contains:

• suggestions on different aspects of teaching and

learning

• the annual plan (Planificación anual)

• easy-to-follow unit plans

• useful teaching notes on the Pupil’s Book pages,

CLIL, Cool Kids, Let’s Read and Write, Word Bank

and Workbook pages

• ideas to work with and exploit the Round-up

sections

• notes on evaluation and tests (with keys)

• photocopiable material: templates and flashcards

for the routines, plenty of extra activities (with keys)

and word puzzles

The teaching notes include:

• possible lead-ins for each topic

• step-by-step guidance for tackling each activity

• strategies to work on oral and writing skills

• guidelines to carry out metalinguistic,

metacognitive and intercultural reflection

• comments on learners’ expected production and

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Songs and chants are natural to young learners In the English class, they offer a starting point for developing oral skills in a fun and friendly atmosphere They provide instances of meaningful repetition that fosters the rapid learning of new words and patterns

Songs and chants can be accompanied by the use

of flashcards to start “reading and writing” the song and simple choreographies, which will cater for visual, auditory and kinaesthetic kids Once students know the songs by heart, the lyrics can be presented to reflect upon the graphophonic relationship between sounds and written words and to develop literacy through finger reading and word hunting They can also create new lines for the songs they already know

STORIES

Stories play a major role in the world of young children

They foster imagination, creativity and provide a wonderful context in which language is used naturally

and meaningfully Hey Friends! 1 includes a story

featuring the main characters It is important to create

a special atmosphere before working with stories

Children could be invited to sit in a circle near the teacher by means of a chant or song that anticipates that a story is coming Before listening to the story, it is essential to work on predictions and activate students’

previous knowledge about the characters, topics and situations included in the pictures Children could follow the story by pointing to the pictures with their finger After the story, the children could check their predictions with the teacher, share their understanding and comment on it The focus of these interactions should be on the story as a whole and its implications and not on purely linguistic aspects For example,

questions such as What colour is …? What’s this?

etc should be avoided at this stage More suitable

questions will be suggested in the teaching notes for each unit

The use of daily routines is essential with very young

learners because they provide a framework for the class

which fosters self-confidence and progressive autonomy

in the children Starting a lesson with a routine gets

children involved right from the beginning through

songs, chants, fingerplays and simple choreographies

that help break the ice and warm-up for the lesson It is

important to highlight that routines should be adapted

and re-adapted as students begin to master them

and should keep on challenging the children so as to

maintain high levels of motivation

The routine suggested for this level includes:

• a welcome and a farewell song or chant

Hello Song (Hey Friends! A)

Hello! Hello! Hello, how are you?

I’m fine I’m fine I’m fine, thank you.

Goodbye Song (Hey Friends! A)

Goodbye! Goodbye! Goodbye my friend

Goodbye!

Goodbye! Goodbye! Goodbye! See you soon

Bye-bye! Bye-bye! Bye-bye, my friend Bye-bye!

Bye-bye! Bye-bye! Bye-bye! See you soon.

• a calendar where children work on the days of the

week, months and dates

• a weather chart (songs / chants for different weather

conditions)

• seasons (songs / chants for the seasons)

According to the characteristics (frequency, number of

periods) of the English lessons, the routine could also

include:

• present and absent pupils

• feelings

• strategies for choosing class helpers

• message or poem of the day

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practice activities are a step forward at which learners are empowered to take greater control of language and begin

to produce their own meanings

This progression is not linear but spiral-like, and

provides scaffolding all along the way In Hey Friends!

Teacher’s Book special attention is paid to supporting

the learning process, and plenty of materials, suggestions and ideas are provided to attend to the needs of both the teachers and their pupils

Each unit also includes a Project Work section

The arts and crafts projects in this section aim at integrating the learning of English as a foreign language with the development of the motor skills and the stimulation of creativity

CLIL

Each unit is followed by a Content and Language

Integrated Learning (CLIL) section in which children use

language to learn about other areas of the curriculum:

Maths, Social Studies and Natural Science The choice

of contents responds to the Núcleos de Aprendizaje

Prioritarios for Key Stage 1 (1º Ciclo Educación Primaria)

issued by the Ministry of Education of Argentina (2011):

• Maths: cardinal numbers (1-100)

• Social Studies: clothes and materials, different types of houses

• Natural Science: wild animals

COOL KIDS

Each unit fi nishes with the Cool Kids section In this

section, the children work on citizenship, learn about other cultures and are invited to explore their own traditions and customs To round up the section, there is

Project Work, which is an instance of personalisation in

which children show and talk about themselves and the world that surrounds them

THREE TYPES OF REFLECTION

According to the Núcleos de Aprendizajes Prioritarios (NAP) Lenguas Extranjeras, the instances of refl ection

are contents that should be dealt with as part of the teaching and learning process As such, they are part

of the daily class planning since the work on refl ection

is as important as the work on the four skills mentioned before The work on refl ection means that children should approach learning actively after having been exposed to meaningful input by means of building up

ACTIVITIES AND PROJECT WORK

Activities in Hey Friends! 1 are designed to contribute

to the teaching of English as a social practice by

creating opportunities of genuine social interaction

These activities aim at the development and integration

of the four communicative skills: listening, speaking,

reading and writing Level 1 is a double-entry point (for

some children it can be their third level of English while

for others it could be their fi rst one), thus the activities

have been designed to cater both to children who are

just taking their fi rst steps in the learning of English and

those who have already started Most of the activities

can be expanded to provide more challenging learning

opportunities, while the demand in the oral and written

production appropriate for the different learners’

experiences is catered to in the Teacher’s Book

This level provides the environment for children

to construct meaning and purpose in their use of

language Meaningfulness is achieved by having both a

linguistic and a non-linguistic purpose in each activity,

i.e a reason to use language that goes beyond mere

practice, such as participating in a game, refl ecting

upon cultural differences (for example celebrations,

traditional clothes, etc.), reacting to a story, etc In

this Teacher’s Book, the teacher will fi nd step-by-step

guidance to get started right from the beginning

The activities are organised into exposure, recognition

and guided practice activities Exposure activities aim at

introducing the children into the learning experience At

this age and level, this means the fi rst encounter with the

areas of experience (new vocabulary) mostly by means of

various resources and strategies (games, songs, chants,

stories, etc.) For learners to become progressively

autonomous users of the language, recognition and

guided practice activities follow the exposure Recognition

activities provide a challenging but safe instance at which

learners confi rm or reject the hypotheses they have

been constructing about how language works Guided

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knowledge and the new learning experience (linguistic,

cognitive or cultural) The teacher’s role in this process

is that of guidance and not one of explicit instruction or

explanation

The NAPs LE refer to two types of refl ection:

• refl ection on the language being learnt or

metalinguistic refl ection

• intercultural refl ection

Metalinguistic refl ection refers to the learners’ discovery

of how language works by means of guiding questions

provided by the teacher This implies interacting with

the children about aspects such as the graphophonic

relationship between sounds and words, pronunciation

and intonation, the meaning conveyed by the language

used to perform different language functions (introducing

oneself, describing objects, indicating possession,

expressing preferences), the use of punctuation, the

similarities and differences between the schooling

language (Spanish), English and the learners’ mother

tongues in relation to spelling, word order, etc

The objective of intercultural refl ection is to recognise

the linguistic and cultural diversity present both in the

learners’ community and in the English-speaking world,

to highlight the importance of the written and the

oral language as a vehicle to learn more about other

areas of the curriculum and to expand the learners’

cultural universe, to refl ect upon the similarities and

differences of other cultures by exploring their everyday

life, in aspects such as school life, celebrations, types

of houses, families, food, etc By refl ecting upon other

cultures, learners are able to identify the characteristics

of their own cultural identity

In addition to these two instances of refl ection, the

series fosters a third type: metacognitive refl ection

This aims at refl ecting about the learning process,

the objective of that learning and the strategies

that learners can put into practice to become more

competent users of the language To this aim, the

workbook includes a My Progress Check section which

can be easily completed by very young children and a

Word Bank at the end of the book which keeps record

of the vocabulary learnt The Teacher’s Book includes

further guidelines to work on metacognitive refl ection

all along the course with strategies for checking the

activities, approaching reading and writing, and

resorting to different sources of information that will

expand the children‘s repertoire of metacognitive

strategies Working along these lines will help children

become more competent users of the language

The integration is a distinctive characteristic of the series Special attention has been paid to the development of progressive autonomy in the social use of language according to the spiral learning model This is achieved by building the new language

on the learners’ previous linguistic and non-linguistic knowledge This concept is present all throughout the series in the progression of the contents and of the activities, which interweaves previous and new learning through songs, stories, games, projects and cross-curricular activities A further instance of integration consists of the two Round-up sections included in this level The Teacher’s Book also suggests plenty of extra activities which aim at providing further instances of practice and integration of contents

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In Hey Friends! learning is the central concern In this

view, assessment should therefore be learner centered

and it should contribute to the learning process, both

of each individual learner and of the group as a whole

The objective of assessment is to gather relevant

information in order to provide feedback that can

generate more learning and to help teachers plan more

effective classes Assessment should not be equated

with formal testing There are alternative strategies

to assess children’s learning in a more communicative

and natural environment, such as self-assessment

and the use of portfolios The series offers a concrete

opportunity for children to assess their own learning in

the My Progress Check at the end of each workbook

unit, which fosters learner autonomy and increases their

involvement in the learning process

Another way of assessing learning is to build up a

portfolio with a collection of the children’s productions

Portfolios relate assessment with metacognitive

refl ection since, in their selection of productions,

children become gradually aware of how much they

have learnt, how they have learnt and what they have

learnt for In other words, the portfolio is another

instance of self-assessment

Another source of assessment is summative tests The

series provides a test for each unit and a Mid-year and

End-of-year tests that integrate contents following

a spiral and contextualised model The activities are

graded, going from recognition to guided production

Finally, to assess the completion of the level, Hey

Friends! 1 includes a colourful certifi cate to be given at

the end of the school year as an incentive to celebrate

the children’s achievements

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Playing is part of children’s lives and games provide

a motivating, engaging and challenging context

for learning By playing, children learn to work

cooperatively, to respect others, to follow rules and

they build positive interdependence and individual

accountability Linguistically, games contribute to the

internalisation of the new lexis

Although some of the games suggested here imply

some degree of competitiveness, the teachers should

foster healthy competition stressing cooperativeness,

respect for turn-taking and the value of boosting one

another’s self-esteem

The following is an open list of possible games

that can be played using flashcards, the board or

materials present in any classroom These games can

be integrated in any of the units and can be used as

instances of recognition or production

MEMORY GAMES

Playing with one set of cards

• Option 1: The teacher puts a set of flashcards face

down on the floor, board or desk and calls out one of

the objects in the cards: Pick up (blue) / Where’s the

(ruler)? Children guess where the object is by turning

over the card

• Option 2: The teacher calls a certain number of

children to come to the front of the classroom She /

he distributes the flashcards among the students but

they keep the cards a secret The teacher asks the

class to guess: Who has the (ruler)? Another option

is to distribute the cards among students, but they

remain seated at their desks

down on the board and writes a number above each

card Then, the teacher asks about one of the objects

in the cards: Where’s the (ruler)? Children guess where

the object is by saying the number

down on the board and writes a number above

each card Then, the teacher asks: What’s in number

(three)? Children guess and say the object in the card

• Option 5: The teacher draws a double-entry chart on

the board with one category on top (e.g numbers)

and another one on the left (e.g colours) The cards

are placed face down in the resulting cells The

teacher asks about one of the objects in the cards:

Where’s the (ruler)? Children guess where the object is

by naming the intersection: (two) (blue)!

GREEN

BLUE

RED

Playing with two sets of cards

These games can be played to provide input (the teacher names the cards as the children choose them:

Red and blue Match or no match?), recognition (the

teacher asks about the cards: Is that red or green?

Where’s the other red card?) or production (the children

name the cards they have chosen)

• Option 1: The teacher puts two identical sets of

flashcards face down on the floor, board or desk

Children take turns to find the pairs by turning over two cards at a time

• Option 2: The teacher draws a chart (see below)

with 2 numbered rows on the board. The teacher puts two sets of identical flashcards face down below the numbers in each of the two rows, in any order

Children guess where the pairs are by saying the numbers

• Option 3: The same as the previous option, but

instead of using numbers in the two rows, one row has different colours for each slot Children guess where

the pairs are by saying the number and the colour:

three and red

• Option 4 (literacy): Any of the previous options of the

game can be played by matching pictures to words instead of two pictures

TPR GAMES

• Fast pointers: The teacher places a set of cards

spaced out on the classroom walls Progressively,

he / she starts building up a sequence, starting with

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windows they want him / her to open In this case, the windows can have different shapes and sizes (big triangle, small circle, etc.) or colours The envelope

could also be made with Eva foam for more durability

• Snap! Children play in pairs with two piles of fl ashcards

face down on their desk They turn over the card on top of the pile at the same time If they match, they say

Snap! and the name of the item in the card The fi rst

child who says Snap! and the item wins the card The

one who collects the most cards is the winner

• Spooky! The teacher places several fl ashcards in a

bag or box and includes some fl ashcards with Spooky (with either his face or his name) Children take turns

to take out a card from the bag / box if they say it correctly, they get a point If they pull out a Spooky card, they miss a turn

• Chinese whispers: Children sit in a circle The teacher

picks a card, looks at it, puts it aside face down and whispers the word to the fi rst child on his / her right

Then, that child whispers to word to the child on his / her right and so on The last child says the word aloud If the word matches the card, they all win

• Lip reading: The teacher picks a card and mouths the

word without revealing the picture to the children

They read his / her lips to guess the word

• Pictionary: The children get into two teams One

member of each team goes to the board, picks a card and draws it His / her team has a time limit to guess what the objects is

• Mimes: The children get into two teams One

member of each team goes to the front of the classroom, picks a card and mimes the object in the card His / her team has a time limit to guess what the objects is

• I tell you, you tell me! The teacher picks a card and

describes it without revealing the picture to the children,

e.g It’s purple It has pink, orange, blue, yellow and

green spots It’s small It’s food Yummy! Children guess

the object in the card and say it: It’s a sweet!

only one item and the adding one or two more as

the children become confi dent, e.g ice cream, meat,

cheese First, the children hear the sequence, and

then they point at the cards on the wall following

the same order The more items the teacher includes

in the sequence, the more challenging the game

gets Children can use other parts of their bodies as

pointers (nose, head, eyes, fi ngers, etc.).

• Jump the line: This game can be played in the

classroom, in the playground or in the hall The

teacher draws a line dividing the space in two areas

The teacher can write the words Yes and No in each

area (this is optional) The children stand on one side

The teacher shows a card and calls out This is a ruler

or Ruler! If the card matches what the teacher says,

the children jump to the Yes side If it doesn’t, they

jump to the No side

• Clap / Stand up / Stamp your feet if correct: The

teacher shows a card and calls out This is a ruler or

Ruler! If the card matches what the teacher says,

the children perform the action (they clap, stand

up or stamp their feet) If it doesn’t, they stay quiet

The teacher then confi rms or corrects the children’s

response

MORE FUN GAMES

• Follow the sequence: First, the children place the

cut-outs face down on their desks Progressively, the

teacher starts building up a sequence, starting with

only one item and then adding one or two more as

the children become confi dent, e.g ice cream, meat,

cheese First, the children hear the sequence, and

then they pick up the right cut-outs and order them

on their desks following the same sequence The

more words the teacher says, the more challenging

the game gets

• What’s missing? The teacher puts a set of fl ashcards

face up on the board One of the children is

blindfolded, closes their eyes or leaves the classroom

while another child or the teacher removes one of the

cards from the board and asks: What’s missing? The

fi rst child looks at the board and guesses the missing

card

• Little by little: The teacher reveals only part of a

fl ashcard and asks Is it a (ruler)? The children answer

yes or no Another option is to ask What is this? to

elicit the name of the object on the card

• Funny windows: The teacher gets an envelope

and cuts out two or three “windows” on it Then,

a fl ashcard is placed in the envelope and children

open the windows and guess the object of the card

Another option is for children to tell the teacher which

Trang 18

con la ayuda de íconos disponibles en el aula Organizar los materiales antes de comenzar una tarea Construcción y organización de carteleras en el aula y su uso como soporte para el trabajo ául

y paratextuales para la construcción de sent

Trang 19

(escritos u orales) describiendo la r

Trang 20

(escritos u orales) describiéndose a uno mismo y /o a un / a amigo/a, integrando descripción física y ropa:

tanto orales como escritos Reflexionar acer

Ciencias naturales: animales exót (CLIL) El cuidado del cuerpo: Hábitos saludables

5 Home sweet home

La casa y las partes de la casa:

del espacio en la vivienda La vida en espacios urbanos y rurales

Ciencias Sociales Dist

Trang 21

Welcome Unit

Welcome Unit Spooky’s friends

INTRODUCING THE CHARACTERS

• Present Hey Friends! 1 to the children Show

them the CHARACTERS fl ashcards Tell the

students to fi nd them in the book Use gestures to

make yourself clear: Find Spooky! Find Wendy!

• As the children fi nd the characters, stick the

fl ashcards on the board and write the names

of the characters above Focus the children’s

attention on the spelling of the names of the

characters, especially those that may offer some

diffi culty (Spooky, Cleo)

• Once the six characters are on the board, play

a memory game Remove the fl ashcards, but

leave the names you have written Show one

fl ashcard at a time, call one of the children to

the board and ask them to stick it back under the

correct name Leave everything on the board to

be used later on

1 Sing.

Tell the children to open the book at page 4

Point to activity 1 Show them the icon and elicit

what they have to do Make a copy of the SING

icon and word and stick it on the board Then,

stick it in an icons display in the English Corner

for future reference

Introduce the Let’s learn English together song

Invite children to sing along You can create a

simple choreography for the children to follow

You can challenge the children to sing the karaoke version At

this stage you can sing the fi rst part of each line and invite the children to join in for the second part

Let’s learn English together It is fun! It is fun!

Yippee Aye Aye! Yippee Yippee Aye! (x2) Yippee Aye Aye Yippee! (x2)

Yippee Aye Aye! Yippee Yippee Aye!

2 Listen and fi nd.

Point to activity 2 Show them the icons and elicit what they

have to do Make a copy of the LISTEN and FIND icons and

words and stick them on the board Then, stick them in the icons display in the English Corner for future reference

Tell the children to point to the characters as they listen.

LINGUISTIC CONTENTS:

Characters Greetings Days of the week

Colours School objects Introducing oneself

and others, expressing possession, describing

objects: I’m (Wendy) My name is (Max) This

is (Fred) I’ve got / haven’t got (a pencil) It’s /

isn’t (blue) (Metalinguistic reflection)

TEACHING TIP!

You can use different strategies when choosing

a child for an activity So as to distribute the

possibilities of being called upon fairly, you

can write the names of the children on ice

cream sticks and pick up one at random Once

a stick has been picked, make sure to keep it

away until all the sticks have been used

03 Track

Karaoke version

Trang 22

To check, go over each picture and elicit the

name You can refer back to the names on the board if necessary

3b Draw and write.

Point to activity 3b Show them the icons and

elicit what they have to do Refer to the WRITE icon in the display Make a copy of the DRAW

icon and word and stick it on the board Then, stick it in the icons display in the English Corner for future reference

Elicit what they have to draw in the white box

(their faces) and what they have to write in the line (their names) Encourage them to use the characters’ presentations as a model

FINISHING THE CLASS

• Tell the children to put their things away

orderly: Time’s up! Put your things away!

• Once they are ready, sing the Goodbye song and say goodbye

04 Track

Hi! I’m Spooky And this is my friend, Cleo.

Hello, my name is Wendy This is my friend, Patty.

Hello, my name is Max This is my friend, Fred.

3a Look, read and write.

Point to activity 3a Show them the icons and elicit what they

have to do Make a copy of the LOOK, READ and WRITE icons

and words and stick them on the board Then, stick them in the

icons display in the English Corner for future reference

Tell the children to complete the captions for the pictures of the

characters on the right

REFLECTION TIP!

Tell the children to compare the words written

on the board and the ones written on their books, and to self-correct any differences

REFLECTION TIP!

Tell the children to go over the speech bubbles to identify the

names of the characters You can tell them to circle the names

in the speech bubbles and then use that as a reference to

complete activity 3a

Patty

Hi! I’m MaxHi! I’m Wendy

Hi! I’m Fred

(Pupil’s own answers)

Trang 23

STARTING THE CLASS

• Do the routine suggested in the Introduction

INTRODUCING THE DAYS OF THE WEEK

• Use the DAYS OF THE WEEK cards from the

routine Stick them on the board mixed up and

invite the children to put them in the correct

order (starting with Sunday)

• Put the DAYS OF THE WEEK cards face down

and play What’s missing (see p 13) You can

provide options if the children need help with the

days: What’s missing? Monday or Tuesday?

4a Listen and fi nd.

Point to activity 4a Show them the icons and

elicit what they have to do Ask the children to

fi nd the instructions in the icons display in the

English Corner

Play the audio, make a pause after the fi rst item

to give the children time to circle the fi rst day of

the week Follow the same procedure with the

rest of the days If the children feel confi dent

with the days of the week, you can tell them to

circle all the days fi rst and then listen to check

Once all the days have been identifi ed, tell the

children to capitalise the fi rst letter of each day

05 Track

Sunday - Monday - Tuesday - Wednesday -

Thursday - Friday - Saturday

4b Sing.

Point to activity 4b Show them the icon and

English Corner

Introduce the Days of the week song Invite

children to sing along You can point to the

days of the week cards from the routine

You can challenge the children to sing the

Write ENGLISH on the board and ask the children what days of

the week they have English at school

Point to activity 5 Show them the icons and elicit what they have

to do Ask the children to fi nd the instructions in the icons display

in the English Corner

Allow some time for the children to write English in the timetable

Then, read together the two sentences, draw the children’s attention to the transparent words and elicit how to complete them Do not pay attention to the time they have their English lesson, children should concentrate on the day of the week only

Remind them they can use the Word Bank on p 94

REFLECTION TIP!

Draw the children’s attention to the words

of each day and elicit what they have in

common (ending-day) Ask the children which

of those days they find difficult or confusing

Trang 24

• Once the game is over and all the fl ashcards have been matched to the words, leave them on the board as a reference

Point to activity 6 Show them the icons and elicit what they have to do Ask the children to

fi nd the instructions in the icons display in the English Corner

Tell the children to point to the school objects as

they listen

As a follow-up, you can play the audio again,

pausing BEFORE each item, for the children

to guess which item is next You can play with the class as a whole or you can repeat this

procedure with each child

08 Track

book - pen - pencil - ruler - sharpener - schoolbag

- pencil case - rubber

Point to activity 7 Show them the icons and

elicit what they have to do Refer to the READ icon in the display Make a copy of the CIRCLE

icon and word and stick it on the board Then, stick it in the icons display in the English Corner for future reference

Read the fi rst sentence together with the

children Focus their attention on the options (in bold and italics) Work on the example all together

Monitor as children work on their books.

To check, invite the children to read the

sentences with the correct option

To check, invite some children to read the sentences Be

encouraging and do not correct the pronunciation at this stage

You can carry a survey on the most popular day of the week

INTRODUCING THE SCHOOL OBJECTS

• Write SCHOOL OBJECTS on the board and brainstorm the

objects they bring to school or they usually use in the classroom

• As they mention the words in Spanish, provide the English

words Use the photocopiable SCHOOL OBJECTS fl ashcards

(pencil, ruler, rubber, book, sharpener, pen, pencil case,

schoolbag) Stick each of the fl ashcards on the board and write

its name above it Ask the children to put up their school objects:

e.g Put up your (pencil) For the schoolbag, you can tell them to

point to it Use gestures to make yourself clear

• After having gone over the eight school objects, you can

remove the cards, shuffl e them and invite one child at a time to

come to the front, pick up a card and place it below the correct

word If they fi nd it diffi cult to identify the word, you can fi nger

read all the words together with the class

TEACHING TIP!

Remind the children that they can use the previous activity as a reference or the Word Bank on p 94

Trang 25

INTRODUCING THE COLOURS

• Use COLOURS fl ashcards Put up each of the

fl ashcards at a time and ask the children to put

up a school object of that colour: e.g Show me

a (red) (pencil) Then, stick the fl ashcard on the

board and write the name of the colour above

• Play Memotest with the fl ashcards and the

words Avoid using the ten colours all at the

same time right from the beginning You can start

with pairs of colours and increase the number as

they gain confi dence Once you fi nish playing,

leave them on the board as a reference

Point to activity 8 Show them the icons and

elicit what they have to do Refer to the LISTEN

and READ icons in the display Make a copy of

the NUMBER and MATCH icons and words and

stick them on the board Then, stick them in the

icons display in the English Corner for future

reference

Go over the colours and point to the boxes

Play the fi rst item in the audio, make a pause

to give the children time to identify the red

splodge and number it

Play the rest of the audio making a pause after

each item Play it more than once if necessary

To check, ask about the numbers in the

splodges: What is number (1)? (Red.)

Allow some time for the matching Remind

them that they can use the board as a

reference or the Word Bank on p 94

09 Track

1 red - 2 blue - 3 orange - 4 white - 5 black -

6 pink - 7 green - 8 purple - 9 brown - 10 yellow

BUILDING UP WRITING

• Draw and colour a school object and invite

the children to help you write a text similar to

Wendy’s Once the text is fi nished, tell them to

dictate it again while you copy it on poster paper

Put it up in the English corner

9 Look, read and circle Listen and

check.

elicit what they have to do

Read the options with the children Work on the example.

Play the audio making a pause after each item

10 Track

1 It isn’t brown 2 It isn’t blue 3 It is yellow.

INTRODUCING HAVE / HAVEN’T GOT

• Stick four CHARACTER fl ashcards on the board and draw

two school objects with ticks and two with crosses next to each character

WENDY’S REFLECTION TIME!

Focus on the box Wendy is pointing at Write the text on the

board Elicit meaning: What is the text about? Focus their

attention on the relationship between the text and the image

Elicit form: ¿Qué parte del texto se refiere a qué objeto es? ¿Cuál

a qué objeto no es? ¿Qué parte del texto se refiere al color del objeto? ¿Cuál se refiere al color que no es? As the children say

the words (it’s / it isn’t), circle them on the board using different

colours Tell the children to do the same in their books

5 3

2 1

6 8

9 10 7

4

Trang 26

REFLECTION TIME!

Point to the owl Tell the children that one column has the

words with all their letters and the other has a shorter version

of the words Elicit which is which Then, elicit the matching

Go back to Wendy’s text above and tell the children to identify

the contractions and provide the complete alternative Elicit

the function of the apostrophe: ¿Qué pasa cuando usamos el

apóstrofo? La frase, ¿es más corta o más larga? ¿Qué se elimina?

the cross: I‘ve got or I haven’t got? Read the

phrases together

Listen to the fi rst item in the audio and make a

pause for the children to tick the pencil

each item Tell the children to tick as they listen

To check, go over each item: Pencil or ruler?

11 Track

1 I’ve got a pencil I haven’t got a sharpener

2 I’ve got a schoolbag I haven’t got a pencil case.

BUILDING UP WRITING

• Draw one of the characters and two school objects Invite the children to help you write a text similar to Spooky’s Once the text is fi nished, tell them to dictate it again while you copy it on poster paper Put it up in the English corner

11 Read, tick and colour.

elicit what they have to do

Tell the children to read and tick the objects the

boy has got Then, tell them to read again to colour them Monitor as they work

Ask the children to justify their options

As a follow-up, the children can write a similar

text about their school objects They can

include it in Hey Friends! 1 Portfolio on p 92

Page 80, activity 1 TB p 26 Page 81, activities 3 and 4 TB p 27 FINISHING THE CLASS

• Tell the children to put their things away orderly

Sing the Goodbye song and say goodbye

• Pretend you are one of the characters and talk about your

objects: I’ve got (a pen) and (a sharpener) Use gestures to make

the meaning of the affi rmative and negative sentences clear Tell

the children to guess who you are

10 Listen and tick.

Tell the children to open the book on page 9 Point to activity 10

Show them the icons and elicit what they have to do Make a

copy of the TICK icon and word and stick it on the board

Elicit the school objects and remind them of the meaning of

REFLECTION TIP!

Point to Spooky and read the text together

Write the text on the board Elicit meaning:

What is the text about? What information is included there? Focus their attention on the

relationship between the text and the image

Elicit form: ¿Qué parte del texto se refiere a

lo que Spooky tiene? ¿Qué palabras usamos para indicarlo? ¿Qué parte del texto se refiere

a lo que Spooky no tiene? ¿Qué palabras usamos para indicarlo? As the children say

the words (I’ve got / I haven’t got), circle them

on the board using different colours Tell the children to do the same in their books

(orange and green)

Trang 27

12 Sing.

Point to Spooky and elicit the situation Count

the candles on his cake: How old is Spooky?

Two or Three? (show the numbers with your

fi ngers) Ask the children about their ages:

How old are you? You can write the question

on the board Provide the numbers in English if

necessary

Point to activity 12 Show them the icon and

English Corner

Play the song Ask the recognise any of the

phrases in the song

Play the song again, inviting the children to

sing along (see p 11) following the lyrics in the

book If they know any other languages, invite

them to add new lines

Once the children feel confi dent

12 Track

Happy Birthday to you.

Tanti auguri a te.

Feliz Cumpleaños.

Bon Anniversaire.

13 Track

Karaoke version.

13 Look and listen.

Point to activity 13 Show them the icon and elicit

what they have to do Ask the children to fi nd the

instructions in the icons display in the English

Corner Ask them not to open their books

Show them the pictures from your book and

elicit the situation Ask where the children are

and what they are doing

Tell them they will listen to the children at

Liam’s birthday party: Listen How old is Liam?

You can write the question on the board

The children listen to the story and answer the

question

Tell the children to open the book and check

Liam’s age Ask them what they think bumps

are Play the audio again and invite the

children to join in counting the bumps

14 Track

Boy: Happy birthday, Liam!

Liam: Thanks Boy: How old are you today?

Liam: I’m nine.

Boy: Ok! Nine bumps for you!

All: 1-2-3-4-5-6-7-8-9 Boy: And one for good luck!

14 Read and match.

Use the NUMBERS and COLOURS fl ashcards to play a

guessing game Stick the numbers face down on the board and the colours face up above each number Ask about a number

for the children to fi nd: Where’s number three? They say the colour: Red! As they fi nd the numbers, stick them face up and

Trang 28

Allow some time for the children to work on

their own while you monitor

To check, ask the children to use the text to

justify their options

16 Read and write.

Elicit the character’s name and age Ask about

the colours of her cake

Draw the children’s attention to the words

below and read them together

Allow some time for the children to work on

their own while you monitor

To check, ask the children to read the text and

justify their options

write the words below Leave the fl ashcards on the board for a

follow-up

Tell the children to open the book at page 11 Point to activity

14 Show them the icons and elicit what they have to do Ask

the children to fi nd the instructions in the icons display in the

English Corner

Allow some time for the children to work on their own while you

monitor

To check, use the fl ashcards on the board as a reference

As a follow-up, play the guessing game again, this time the

children use the numbers to guess where the colours are

15 Read and write.

have to do Ask the children to fi nd the instructions in the icons

display in the English Corner

Elicit the characters’ names and ages Ask about the colours of

their cakes

REFLECTION TIP!

Ask the children to focus on the keywords that will help them decide who is who in the texts (numbers, colours) Ask them to underline or circle those words or phrases When you check the answers, ask them to share their ideas

REFLECTION TIP!

Read the text together and encourage the children to figure out what kind of

information is missing in the blanks: A name?

A number? A colour? Tell them to underline

or circle key words (name, cake) Explore different possibilities for each blank and justify the final decision, for example, Wendy can be used in the first and second blanks, but the age can only be used in the second one When you check the answers, ask them

to share their ideas

Patty

Fred

Max

Wendynine

purple

Trang 29

WU Let’s Read

and Write

TEACHING TIP!

Remind the children that they can resort to

the Word Bank to work in the Let’s Read and

Write section

schoolbagrulerpencil

bookpencil casepen

(white)

(red) (black)

Trang 30

and Write

(yellow)

eightredorange

book

Trang 31

Unit 1

Celebrating

INTRODUCING THE MONTHS OF THE YEAR

• Run a copy of the MONTHS OF THE YEAR

photocopiable fl ashcards (p.151) or use the

months of the year cards of the routine Stick

them on the board mixed up and with the help

of the calendar, invite the children to put them in

the correct order (starting with January).

• Put the months of the year cards face down and

play What’s missing (see p.13)

• You can provide options to help the children

internalise the months: What’s missing? May or

November?

• Once all the months of the year have been

found, put them in order with the help of the

children and stick them in the English corner,

near the days of the week

English Corner

Play the audio, make a pause after the fi rst item

to give the children time to fi nd the fi rst month

Follow the same procedure with the rest of the months

Once all the months have been identifi ed, refl ect upon the

pictures and how they are related to each month

15 Track

1 January - February - March - April - May - June - July - August - September - October - November - December

have to do Ask the children to fi nd the instructions in the icons display in the English Corner

Tell the children they can use the English corner or the book if

they need help

Allow the children some time to work on their own while you

monitor Remind them they can use the Word Bank on p 94

As a follow-up, ask them to circle their birthday month Then

you can ask them: How old are you? When is your birthday?

Remind them they can use the Word Bank on p.94

LINGUISTIC CONTENTS:

Months and seasons Food Providing personal

information Expressing preference I’m / My

name’s (Katie) I’m (eleven) My birthday is in

(November / winter) I like (fruits) I don’t like

(salad) (Metalinguistic reflection)

CLIL: Numbers and counting (Maths)

Project work COOL KIDS: Favourite

festivities (Intercultural awareness)

REFLECTION TIP!

Draw the children’s attention to the first

letter of each moth and elicit what form is

being used (capital letters) Compare it to

the spelling rule in Spanish If the children

know any other language, ask them about the

spelling rules Ask the children which of the

months are similar in English and Spanish or

any other language they know

February April

DecemberNovember

Trang 32

Point to the bat and fi nd fl owers in the unit

Go over the seasons and elicit the characters in

each picture

Play the fi rst item in the audio, make a pause to

give the children time to identify summer and number it

To check, ask about the numbers: What is

number (1)? (Summer).

As a follow-up, tell the children to close their

books to play a Memory game You say the characters in each picture for them to say the season

is asking You can write the word FAVOURITE

on the board and elicit its meaning Discuss the seasons the children like and don’t like (use gestures to make yourself clear) and decide on their favourite

• Allow some time for the children to draw and write the name of their favourite season

• Once they fi nish, they can present their

pictures to the class: My favourite season is …

• Remind them they can use the Word Bank on

p 94

• As a follow-up, you can make a class survey to

fi nd out the most popular season in the class

Page 105, activities 1 and 2 TB p 44 FINISHING THE CLASS

INTRODUCING SEASONS

• Run a copy of the SEASONS photocopiable fl ashcards (p 153)

or use the seasons cards of the routine Go over the cards and ask

them what they refer to Elicit the four seasons and provide the

English words for them Use the routine materials to characterise

the typical weather conditions in each season

REFLECTION TIP!

Elicit the starting date of each season Focus on their regular

features: they all start on the 21st and last three months

TEACHING TIP!

As from now on you can start counting with the children the

number of days left for the following season to start This

means teaching incidentally the numbers over 10 that you may

need for counting

4 1

2 3

Trang 33

English Corner

Go over the photos Tell the children that the

photos were taken in one of the countries

in the northern hemisphere Bearing this in

mind, elicit the possible months, seasons and

festivities

Once the children have chosen the months,

listen and check

17 Track

1 January 2 March 3 December 4 October

5 Listen and circle.

English Corner

Play the chant for the children to circle the

months Play it more than once if necessary

To check, you can use a calendar to count the

days in each month Encourage the children

to join in counting the numbers they know, but

do not expect them to produce all the numbers

They will acquire them progressively

From now on, you can include this chant in the

routine

18 Track

Thirty days has September

April, June and November!

Of twenty-eight there is only one,

and all the rest have thirty-one.

6a Listen and circle.

Tell the children to open the book at page 15 Point to activity

6a Show them the icons and elicit what they have to do Ask the children to fi nd the instructions in the icons display in the English Corner

Read the questions together and elicit what is being asked

Read the answers and spot the options

REFLECTION TIP!

Ask the children if the seasons start on the

same dates all over the world Ask them if

they know what season it is in the northern

hemisphere Use a map or globe and show

some relevant countries that are in the

underline or highlight I LIKE on the board

Tell the children to go back to p 13 and find where else Spooky talks about his preferences Read the speech bubble

again and elicit the difference between I like and I don’t like

Ask them to dictate to you what Spooky says and underline

or highlight I LIKE and I DON’T LIKE on the board Ask the

children about the months and seasons they like and don’t like

✓

Trang 34

children they can use the previous activity as a reference

Divide the class in groups of 4, and allow some

time for the children to interact to complete the chart with the information of the members of their group Monitor as they work

To check, name a speaker in each group to

answer about their group How old is (Maria) When is her birthday

7 Listen and tick.

Point to the fi rst photo, elicit the situation,

go over the categories and read the options together

Listen to the audio Play it more than once, if

necessary

Follow the same procedure with the other

photo and conversation

To check, go over each item: What’s his name?

Tim or Tom?

20 Track

Teacher: Hello What’s your name?

Tom: My name’s Tom

Teacher: What’s your surname?

Tom: Milton.

Teacher: How old are you?

Tom: I’m nine.

Teacher: When is your birthday?

Tom: It’s in June.

Teacher: Good morning What’s your name?

Martha: My name’s Martha.

Teacher: What’s your surname?

Martha: My surname is Simpson.

Teacher: How old are you?

Martha: I’m ten.

Teacher: When is your birthday?

Martha: It’s in March

Listen to the audio Play it more than once, if necessary

To check, listen again making a pause after each answer and

elicit the correct option

Invite two volunteers to read act out the dialogue

As a follow-up, if the children feel confi dent enough, they can

answer the questions using their own personal information

19 Track

Boy: How old are you, Carol? Carol: I’m eight.

Boy: When is your birthday? Carol: It’s in March.

6b Ask your friends Write.

Point to activity 6b Show them the icons and elicit what they

Read the chart together and elicit how to complete it Ask them

if it is necessary to ask about the name Elicit the questions they

need to ask: How old are you When is your birthday Tell the

Trang 35

INTRODUCING FOOD

• Write PARTY FOOD on one side of the board

and brainstorm the food they like eating at parties

You can refer to picnics, too As they say the words

in Spanish, provide the English words Make sure

you include cake, ice cream, juice, sweets

• Use the photocopiable FOOD fl ashcards and

introduce the rest of the vocabulary Show the

fl ashcards one by one, provide the English for it

and ask: (Meat), is it party food?

• Draw a line dividing the board in two sections

and write NOT PARTY FOOD on the other side

Stick the not party food on the right side of the

board and write the words above

• Remove the fl ashcards and stick them back

face down to play a memory game with the

cards and the words Avoid using all the

food items all at the same time right from the

beginning You can start with pairs, then three

and increase the number of fl ashcards as they

gain confi dence Once you fi nish playing, leave

them on the board as a reference

English Corner

Elicit the food on the table and the food in the

fridge

Listen to the fi rst item in the audio and make a

pause to give the children time to number the

sweets

To check, ask about food items: What’s number

(one)? (Sweets.)

1 sweets - 2 salad - 3 meat - 4 cheese

5 orange juice - 6 ice cream - 7 cake - 8 fruit

English Corner

Elicit the food next to each child Focus the

children’s attention on the incomplete faces and

explain that we use a happy face for I LI E and a sad face for I DO ’T LI E

Listen to the audio Play it more than once if necessary

To check, play the audio again and make a pause after each

answer

As a follow-up, you can ask the children if they feel more

identifi ed with the girl or the boy

explain that we use a happy face for I LI E and a sad face

WENDY’S REFLECTION TIME!

Focus on the box Wendy is pointing to Write the text on the

board Elicit meaning: What is the text about? Elicit form: ¿Qué

palabras usamos para indicar lo que nos gusta / no nos gusta?

As the children say the words (I like / I don’t like), circle them

on the board using different colours Tell the children to do the same in their books Interact with them about their preferences

7 5

8 4

2 3

6

1

Trang 36

Listen to the audio and tell the children to help

the wizard guess the possible months Elicit the months related to the other three seasons and write them on the board following the calendar order

Pair work game Invite two volunteers to read

the conversation between Lucas and Andrea

The children play in pairs following the model dialogue

orderly: Time’s up! Put everything in your bags!

10 Draw and write.

Elicit how to complete the sentences

Allow some time for the children to work on their books while

you monitor Remind them they can use the Word Bank on p 94

as reference

GUESS

11 Listen and guess Play!

Tell the children to open the book at page 17 Draw their attention

to activity 11 Show them the icons and elicit what they have to

do Refer to the LISTEN icon in the display Make a copy of the

GUESS and PLAY icons and words and stick them on the board

Then, stick them in the icons display in the English Corner for

future reference

MAX REFLECTION TIME!

Focus on the dialogue between the wizard and the girl Elicit what kind of information the wizard is asking for Elicit what kind of question

it is (YES / NO) and the girl’s answers Focus

on the box Max is pointing at Ask the children

if the questions are similar or different Elicit

form: ¿Qué palabras usamos para preguntar

en este caso? ¿Cuáles palabras cambian y cuáles no? Tell the children to circle all the

instances of IS IT on that page Now focus

on the answers ¿Cómo se contesta que sí y

cómo que no? Tell the children to underline all

the examples on that page

TEACHING TIP!

The main aim of this activity is to foster interaction If the children do not produce complete answers, do not insist on them at this

stage Children can answers YES or NO

Trang 37

Wendy and Friends

“A Halloween party!”

BEFORE THE STORY

12 Look and tick

Elicit who they can see in the pictures Ask

the children if they identify what they are

celebrating

English Corner

Read the question and the options together

and allow some time for the children to go over

the pictures of the story quickly looking for the

numbers They can circle the numbers in the

pictures before ticking the words

To check, the children can refer to the frames

where they found the numbers

13 Look and listen

Tell the children to close their books Play the

audio to check the children’s predictions about

the celebration

Tell them to open again, play the audio

again and tell them to identify 1 season

(autumn), 2 months (October and December)

and 3 celebrations (birthday, Christmas and

Halloween)

Wendy: I love autumn! It’s my favourite season!

Fred: I love autumn, too

Max: When is your birthday, Patty?

Patty: It’s in December.

Wendy: Christmas is in December.

Spooky: My favourite month is October

Halloween is in October.

Children: We love Halloween!

Children: Trick or treat!

REFLECTION TIP

Ask them if they know where and when Halloween is celebrated Explain what Trick or Treat is about Ask if they know about any other celebrations in which fancy dresses are worn You can also ask the children if they know about other

celebrations such as Día de los muertos in Mexico and Día de

todos los Santos (All Souls Day) in Latin America and Spain or Obon Festival in Japan

Trang 38

AFTER THE STORY

15 Read and match

Encourage the children to do the matching

while going back to the story Ask them to underline the part or parts of the text that justifi es their decision

To check, invite the children to read one

sentence at a time and justify their option You can ask the rest if they agree both with the answer and the justifi cation

16 Act out!

elicit what they have to do Make a copy of

the ACT OUT icon and stick it on the board

Then, stick it in the icons display in the English Corner for future reference

Invite fi ve volunteers to act out the story

Encourage them to imitate the pronunciation and intonation, to mimic voices, use gestures, etc

Focus on the seasons and months Do not

expect them to produce the whole chunks if this

is their fi rst year of English

Page 83, activities 3 and 4 TB p 43 Page 107, activity 5 and 6 TB p 45 FINISHING THE CLASS

14 Choose, cut and glue.

have to do Make a copy of the CUT and GLUE icons and

word and stick them on the board Then, stick them in an icons

display in the English Corner for future reference

Ask the children to fi nd the instructions in the icons display in

the English Corner

Point to the empty frame on p.19 and then direct them to p.97

They cut and glue one of the endings on p.19

Once the children have chosen their endings, carry out a

simple survey to fi nd out which was the most popular ending

Write on the board OPTION 1: TRICK OPTION 2: TREAT Ask

the children to put up their hands for the options they have

chosen Count all together and write the numbers below the

options

Wendy Patty Spooky

Trang 39

INTRODUCING THE NUMBERS (11-20)

• Collect 20 bottle caps and put them in a box

or bag Remove some of them, shake the box /

bag and ask the children how many there are

Focus especially on numbers 10 to 20 To check,

count one by one As you go over the numbers,

write the fi gures on the board and write the word

above Make two rows, one with the numbers

1-10 and below the numbers 11-20

• After fi nishing with all the numbers, clean the

numbers and focus on the words: Where does

it say (eleven)? When the children identify the

word, invite one of them to write the fi gures

English Corner

Go over the numbers in fi gures and letters

Elicit which are in the right order (the ones in

fi gures)

to give the children time to identify the word

eleven and match it to the number Play the rest

of the audio following the same procedure

To check, use the numbers and fi gures written

on the board as a reference

25 Track

Eleven - Twelve - Thirteen - Fourteen - Fifteen

- Sixteen - Seventeen - Eighteen - Nineteen -

Twenty

have to do Refer to the READ icon in the display Make a copy

of the COLOUR icon and word and stick it on the board Then,

stick it in the icons display in the English Corner for future reference

Draw the children’s attention to the numbers next to each kite

Go over the speech bubbles and elicit the information given

Allow some time for the children to work on their own while

you monitor Remind them they can use the previous activity as reference Monitor as they work

To check, go over the kites one by one, identify the

corresponding speech bubble focusing on the keywords

REFLECTION TIP!

Draw the children’s attention to the spelling

of the numbers Ask them if they find any

similarities between FOUR and FOURTEEN,

SIX and SIXTEEN, etc Reflect upon the

similarities and differences in the other

numbers (three-thirteen, five-fifteen) Draw

their attention to the ending of numbers

13-19 Compare and contrast the spelling and

pronunciation of TWO, TWELVE and TWENTY

(brown) (red)

(black) (blue)

(orange )(white)

(green)(purple)(pink)

(yellow)

Trang 40

Go over the numbers on the stones and point

out they do not follow the order, neither on the book nor in the audio Focus on the boy and the girl on the left and tell the children that they will help them cross the river To colour the stones, the children can use any colour

to give the children time to fi nd the number and colour the stone Play the rest of the audio following the same procedure

To check, elicit the numbers of each path and

write them on the board

26 Track

A 12-20-18-17-14-19

B 13-16-15-8-11

Ask the children if they are good at Maths You can work on

some additions and subtractions on the board Start by using

fi gures Challenge them by erasing one of the components so

that they reconstruct it by calculating the missing number After

that, shift into words Carry out two or three examples

Tell the children to open the books at page 21 Point to activity

3 Show them the icons and elicit what they have to do Ask

the children to fi nd the instructions in the icons display in the

English Corner

Draw the children’s attention to the fi rst challenge and do it

together

Allow some time for the children to work on their own while you

monitor Remind them they can use the activity on the board as

reference Monitor as they work

To check, go over the additions and subtractions one by one

and write the right options on the board

fourteen

fi veseventeen

fi fteen

thirteeneleven

Tiêu đề	Hey Friends 1 Teacher's Book
Trường học	Frenglish University
Chuyên ngành	English Language Teaching
Thể loại	Giáo trình
Năm xuất bản	2018

Định dạng
Số trang	185
Dung lượng	31,35 MB